St Margaret’s Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

At St Margaret's Primary School, pupils arrive with enthusiasm and leave with special memories. This is a school where staff and pupils invest in being the best they can be. The curriculum and extra-curricular activities on offer to pupils help to nurture their talents and interests.

Pupils grow in confidence and academic ability.

Leaders have high expectations for learning, behaviour and how pupils treat each other. As a result, pupils feel safe, are polite and eager to do well.

Pupils achieve well in a broad range of subjects.

St Margaret's Primary School is an inclusive school that values differences and celebrates success. Older pupils mentor you...nger ones, offering support and help.

Pupils love having responsibilities. Pupils who are part of the school council share their thoughts regularly with leaders, such as fundraising ideas for the local community. Leaders ensure pupils engage with all aspects of school life.

Leaders know how pupils feel about issues such as the school environment.

Pupils behave well. Bullying does not occur frequently.

If it does, pupils report it. They know that adults will deal with their worries or problems.

What does the school do well and what does it need to do better?

Leaders have developed an ambitious curriculum that helps pupils do well.

The curriculum is logically sequenced. This helps pupils to build on what they already know. Teachers design interesting activities that support pupils to understand each topic.

Pupils recall prior learning with ease. They can explain in mathematics how they step back if they are struggling and use prior knowledge to break calculations down. Staff are supportive in class and quickly pick up on any misconceptions.

This means staff give whole-class and individual guidance to help with any misunderstanding and point out any potential pitfalls pupils may face.

Skilled and knowledgeable subject leaders are clear in their curriculum thinking. Effective professional development has ensured plans are clear and focused.

Teachers know the curriculum well. They teach pupils the planned content. However, subject leaders very rarely get the opportunity to visit lessons.

As a result, subject leaders do not have a full view of their curriculum area.

Teaching pupils to read is a top priority for all staff. Learning to read begins as soon as children start in the early years.

Teachers have embraced the chosen phonics scheme. Regular meetings help to keep staff up to date on training requirements and pupils' needs. Leaders follow up meetings with planned development sessions for staff.

As a result, adults swiftly spot pupils who are struggling to read and give them support. This is usually on the same day. Teachers make sure that pupils read texts that correspond to their phonics knowledge.

Consequently, pupils develop reading fluency and confidence.

Pupils like exploring books by varied authors in the well-stocked library. Pupils talk with confidence about different cultures and societies.

Leaders encourage and promote staff training. Training supports staff's targets for improvement. This, in turn, allows staff to support pupils better.

Skilled staff identify the needs of pupils, especially those with special educational needs and/or disabilities (SEND). Leaders engage well with other organisations and experts. This makes sure that support is in place so that pupils with SEND can learn alongside their peers.

Pupils that attend the BASE (a specially resourced provision for pupils with SEND (specially resourced provision)) interact and learn with their peers. Professionals that support pupils in the BASE communicate frequently with staff elsewhere in the school. Classmates regard pupils who attend the BASE as part of the school community.

Staff adapt their teaching in the early years to meet the needs of the children. Play and stay sessions help children to settle down and start learning. The development of language and communication is a priority.

Leaders ensure there are many opportunities for adults to model complex language. Children discuss their learning with enthusiasm and work well with others.

Pupils value diversity.

Different customs and cultures fascinate them. The link with the Revival Centre in Mutugga, Uganda, is popular. It engages pupils with different views and issues faced by pupils of a similar age in another culture.

Pupils learn about religions other than Christianity. They take part in a variety of activities in personal, social and health education lessons. These help them to understand fundamental British values.

Pupils appreciate that tolerance and respect are part of being kind. Pupils discuss, play and cooperate at playtime.

Leaders offer a wealth of educational visits and activities that are open to pupils.

Pupils enjoy these visits and talk in detail about when they visited the farm. All pupils play a musical instrument at some stage. Some pupils continue to do this as they progress further in school.

Pupils like school. Leaders and staff give rewards for good behaviour. Leaders know that consistency is crucial when managing behaviour.

Staff support pupils to make good decisions. Staff give more help to pupils who struggle with their behaviour.

Governors challenge and support leaders effectively.

They know their responsibilities. Governors' visits to the school happen on a regular basis. Governors have the information and skills to offer support as needed.

Staff appreciate that senior leaders are considerate of workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff have the necessary background checks to enable them to work at the school.

Leaders are trained in safer recruitment practices. Governors actively support and oversee safeguarding policies.

The pastoral support team and designated safeguarding lead meet frequently to prepare and communicate safeguarding updates to all staff.

The carefully planned curriculum enhances pupils' understanding of risk, including how to stay safe in the community and online. Pupils feel safe. They know who to contact if they have a problem or are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Opportunities for subject leaders to evaluate how well the curriculum is implemented are limited. This, in part, affects leaders' ability to offer staff support or see the impact the curriculum is having on pupils' learning. Senior leaders must ensure subject leaders are supported to review and assess the quality of the curriculum.

Also at this postcode